ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Evolutionary Educational Psychology
Areas: Evolutionary Educational Psychology
Center Faculty of Teacher Training
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
Conceptual (to know)
a) To analyze and understand the main theories and explanatory models of development for ages 6 to 12 year olds, acquiring a functional understanding of them that allows them to adapt teaching practice to the student's maturation level and its characteristics. b) To know about the educational implications arising from the processes of evolutionary change of the students and reflect on their applications to optimize the development.
c) To know the basic research methodology in developmental psychology and its application to school.
d) To achieve and demonstrate, on the part of the students, competence in the Galician language, by being part of this subject of the project CompetenteS, promoted by the Linguistic Standardization Commission of the Faculty.
Procedural (to know how):
a) To acquire skills for prevention and peaceful conflict resolution. To know how to coexist with the differences between cultures and people, the equality of rights between men and women and non-discrimination for disabled people.
b) To handle different sources of information related to the educational psychology.
c) To observe, analyze and interpret representative behaviours of the main dimensions of the school development.
Attitudinal (to be able to be):
a) To be conscious of the Primary teacher’s role and function in the child development process.
b) To develop a critical, reflective and creative attitude towards the psycho-educational problems
c) To adopt a favourable disposition towards teamwork, interaction with peers and to promote ethical commitment and openness, both during the training period and in the subsequent professional conduct.
The subject is structured around two thematic sections designed by a total of 6 themes through which it is acquired the necessary knowledge to understand the development of children in Primary Education and basic research methodology used in developmental psychology.
SECTION 1: Introduction to Developmental Psychology
Theme 1. Conceptual approach. Main descriptive-explanatory theories of development.
Theme 2. Introduction to research methods in Developmental Psychology.
SECTION 2. The development from 6 to 12 years old.
Theme 3. The physical and perceptual-motor development.
Theme 4. Cognitive development.
Theme 5. Language development.
Theme 6. Personality development.
Basic Bibliography (physical book):
Berger, K.S. (2016). Psicología del desarrollo: infancia y adolescencia. Madrid: Médica Panamericana.
Feldman, R.S. (2008). Desarrollo en la infancia. Méjico: Prentice Hall.
Papalia, D.E., Feldmand, R.D. & Martorell, G. (2012). Desarrollo humano. Mexico: McGraw-Hill.
Papalia, D.E., Oold, S.W. & Feldman, R.D.(2009). Psicología del desarrollo: de la infancia a la adolescencia. Bogotá: McGraw-Hill.
Shaffer, D.R. (2007). Psicología del desarrollo: infancia y adolescencia. Méjico: Internacional Thomson.
Basic Bibliography (digital book):
Avaliable in the University digital book platform:
Brioso, A. (2005). Psicología del desarrollo y de la educación. Vol. I. Psicología del desarrollo. UNED.
García, J. A. (2019). Psicología del desarrollo I. UNED.
Gutiérrez, F. & Vila, J.O. (2015). Psicología del desarrollo II. UNED.
Muñoz, V. (2014). Manual de psicología del desarrollo aplicada a la educación. Pirámide.
Palacios, J., Marchesi, A. & Carretero, M. (2004). Desarrollo psicológico y educación. Vol. I. Psicología evolutiva. Alianza.
Complementary Bibliography:
Barajas, C., Morena De la, M.L., Fuentes, M.J. & González, A.M. (2007). Perspectivas sobre el desarrollo psicológico: teoría y prácticas. Madrid: Pirámide.
Berk, L.E. (2004). Desarrollo del niño y del adolescente. Madrid: Prentice-Hall.
Córdoba, A.I., Descals, A. & Gil, M. D. (2007). Psicología Del desarrollo en la edad escolar. Madrid: Psicología Pirámide.
Craig, G.J. y Baucum, D. (2009). Desarrollo psicológico. Méjico: Prentice-Hall.
Palacios, J.; Marchesi, A. & Carretero, M. (2009). Psicología evolutiva (vol. I, II). Madrid: Alianza.
Santrock,J.W. (2007). Desarrollo infantil. Madrid: McGraw Hill.
General competences
a) To encourage coexistence in and outside the classroom, resolve discipline problems and contribute to peaceful conflict resolution. To stimulate and value effort, perseverance and personal discipline in the students.
b) To maintain a critical and autonomous relationship with respect to knowledge, values and public and private social institutions.
c) To reflect on classroom practices to innovate and improve teaching work. To acquire habits and skills for cooperative and autonomous learning and promote this in students. d) To know and apply information and communication technologies in the classroom. To selectively distinguish audiovisual information that contributes to learning, civic formation and cultural richness.
Specific competences
a) To know and understand the development of the evolutionary psychology at the Primary Education stage, attending the characteristics of students and their motivational and social contexts.
b) To master the necessary knowledge to understand the students’ personality development.
Basic competences
a) That the students can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study.
b) That students can be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.
c) That students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
d) That students should have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.
Transversal competences
a) Instrumental knowledge of Galician language.
b) Instrumental knowledge of ITCs.
Teaching will be conducted in person, respecting the prevention and self-protection measures of the population (masks, use of disinfectant gels, etc.).
The methodological proposal to be used will combine the exhibition class format with active and participatory methodologies, as well as autonomous work and self-learning. The objective of the face-to-face activities in the exhibition class group will be to introduce and explain the meaning of the topics, clarify the important concepts, guide and guide the work, give an overview of the contents of the different blocks and relate knowledge to facilitate the significance of learning, so the exhibition will be accompanied, where relevant, by previous organizers, definitions, synoptic tables, diagrams... Visual material support and networking resources will be used to clarify the content covered and serve as a reference and starting point for group work and activities.
The work in seminars (interactive classes) is intended to delve into specific aspects of the theoretical classes; the activities to be carried out will include the reading and commentary of documents, answers to questions, analysis of practical situations, viewing videos, case studies, debates and work. The aim is for students to learn how to handle different sources of information, to encourage the transfer of theory to practice, to learn how to prepare and submit reports, confronts different points of view and is able to build shared meanings aided by the mediating work of the teacher. The completion of the required tasks and the necessary materials will be presented to the students in the corresponding class sessions.
In the tutorial attention the specific needs of each student will be addressed and the relevant guidelines will be made to guide its teaching-learning process. Tutorials may be conducted in person or online, at the request of the student/to.
This subject and its faculty participate in the project CompetenteS promoted by the Linguistic Standardization Commission of the Faculty, with the profile of Galician lengague. For this reason, teachers will develop in Galician the teaching of the subject (expositive, interactive and tutorial) and all the activities linked to it, apart from the fact that some of the written texts that students should read can be offered in another language. The students, for their part, will also interact with the teachers normally in the language of profile of the subject, both orally and in writing, both in the classes and in the tutorials, both in face-to-face activities as well as in telematics or non face-to-face, whether they are synchronous or asynchronous.
In terms of evaluation, performance and learning acquired will be assessed through a combination of formative (continuous) and summative (final) assessment activities. In this way, it is proposed to value both the learning results and the effort and progress during the development of the same, encouraging critical reflection and a constant dedication to the subject throughout the quarter. In keeping with a constructive vision of the teaching-learning process, the aim is for the student to demonstrate a mastery not only of the declarative but also of the procedural and attitudinal content, through the analysis of examples and the articulation of relations between concepts.
The work of the students must be original. For evaluation purposes, the same work may not be used for several subjects, except for activities programmed in a coordinated manner.
In the case of fraudulent exercises or tests, the provisions of the Regulations on the assessment of students' academic performance and the review of grades shall apply.
By virtue of the participation of this subject in the project CompetenteS promoted by the Linguistic Standardization Commission of the Faculty (with the Galician and Spnish profile), and with the intention that the teachers can therefore evaluate the mastery by the students of the T2 competence of the USC (instrumental knowledge of the Galician language, both oral and written)students will normally present in Galician both their oral presentations and the written works of the subject. At the same time they will be evaluated in the section of active participation their interventions in Galician.
The assessment of the subject includes the following modalities:
1) SPECIFIC TESTS (40%-50% of the grade): An examination, the modality of which will be defined in due time, that evaluates the fundamental knowledge of the subject, both theoretical and practical. The contents of the exam are those related to the aspects developed by the teacher in the theoretical classes as well as the recommended readings. The student/student must obtain a minimum grade in it, corresponding to 50% of the maximum possible rating, so that other grades can be added (written reports and/or other productions).
2) WRITTEN REPORTS AND/OR OTHER PRODUCTIONS (50% -60% of the rating): Evaluation of reports, case analysis, text comments or other written productions resulting mainly from the work in the seminars. They may include oral presentations in individual and/or group format, in which the presentation, expository clarity, capacity for synthesis, coherence and discursive organization, interrelation of the topics worked, depth of the arguments will be taken into account, among other aspects. A part of the qualification may be allocated to active participation in class. The student/student must obtain a minimum grade in it, corresponding to 50% of the maximum possible rating, so that other grades can be added (specific tests- examination).
Clarifications on the assessment
1. CONDITIONS FOR PASSING THE SUBJECT: In order to obtain the pass grade, students must achieve a minimum score of 5 final marks. This score should be derived from obtaining half or more of the maximum rating for each modes of the evaluation system (specific tests and writer reports and/or other productions). Only when both parties are outdated will both qualifications be added.
2. ATTENDANCE: Attendance at face-to-face sessions shall be monitored. Attendance will be a (non-scoring) requirement to be evaluated in the first call.
3. STUDENTS WITH EXEMPTION FROM TEACHING: You must contact the teacher in the first weeks of class to finalize an alternative guarantee plan. This will involve similar conditions for the assistant students (attendance at exame, delivery of activities...) both in first and second call.
4. STUDENTS WHO DO NOT EXCEED THE FIRST CHANCE SUBJECT (ORDINARY PERIOD): This case shall respect the scores of the parts passed during the ordinary period.
5. PUPILS REPEATER: Teachers may respect the scores of parts passed or course immediately preceding, under certain conditions that will be detailed at the beginning of the course.
6. STUDENTS WITH FUNCTIONAL DIVERSITY. O students who present some type of functional diversityou make it difficult for a normal daily monitoring of matter, sexa esa dificultade permanente ou temporal, xu shall establish its situation through a document issued by the USC accredited service centre for this purpose and shall report its case to the teacher of the subject within the first two weeks of the semester concerned, in order that a work plan adapted to take account of each particular situation can be agreed as soon as possible.
Activities in large group: 24 attendance hours and 35 autonomous work.
Activities in medium group: 24 attendance hours and 35 autonomous work.
Small group activities: 3 attendance hours and 19 autonomous work.
Total attendance hours: 51.
Total hours of autonomous work: 99
TOTAL HOURS: 150.
It is recommended to check the understanding of contents at the end of each theme (through self-evaluation or analysis of it) raising possible doubts in the classroom or in tutorials, planning the work elaboration and notify the teacher in advance of any vicissitude.
A prerequisite for monitoring the subject through the virtual platform, to be used as a didactic resource for the subject, it is the availability of a computer with network access or the use of the USC computers.
Since USC is an attendance-modality university, attendance to a minimum of 80% classroom sessions is compulsory, except those students with teaching exemption.
Students with exemption from teaching must meet the submission dates for assignments established by the teacher; it is also recommended and necessary to keep in touch with the teacher through tutorials, virtual platforms, e-mails, etc.; in order to ensure optimal development of the subject, and passing it.
María Campos Magdaleno
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 982821012
- maria.campos [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
Anastasiia Ogneva
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 982821060
- anastasiia.ogneva [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
| Tuesday | |||
|---|---|---|---|
| 17:30-19:00 | Grupo /CLE_02 | Galician, Spanish | Classroom 29 |
| 19:00-20:30 | Grupo /CLE_01 | Galician, Spanish | Classroom 29 |
| Wednesday | |||
| 09:00-10:30 | Grupo /CLIS_02 | Galician, Spanish | Classroom 30 |
| 10:30-12:00 | Grupo /CLIS_03 | Galician, Spanish | Classroom 21 |
| 12:00-13:30 | Grupo /CLIS_04 | Spanish, Galician | Classroom 21 |
| 13:30-15:00 | Grupo /CLIS_01 | Spanish, Galician | Classroom 21 |
| 05.27.2025 09:00-11:00 | Grupo /CLE_02 | Classroom 29 |
| 05.27.2025 09:00-11:00 | Grupo /CLE_01 | Classroom 29 |
| 07.10.2025 12:00-14:00 | Grupo /CLE_01 | Classroom 29 |
| 07.10.2025 12:00-14:00 | Grupo /CLE_02 | Classroom 29 |